External assessment

External assessment criteria—HL

Paper 1: Productive skills—writing
Assessment criteria are used to mark paper 1, which is worth 25% of the overall mark. There are three
assessment criteria.

Criterion A: Language
How successfully does the candidate command written language?

• To what extent is the vocabulary appropriate and varied?

• To what extent are the grammatical structures varied?
• To what extent does the accuracy of the language contribute to effective communication?

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.

1–3 Command of the language is limited.

Vocabulary is sometimes appropriate to the task.
Some basic grammatical structures are used, with some attempts to use more complex
structures.
Language contains errors in both basic and more complex structures. Errors interfere with
communication.

4–6 Command of the language is partially effective.

Vocabulary is generally appropriate to the task and varied.
A variety of basic and some more complex grammatical structures is used.
Language is mostly accurate for basic structures, but errors occur in more complex
structures. Errors at times interfere with communication.

7–9 Command of the language is effective and mostly accurate.

Vocabulary is appropriate to the task, and varied, including the use of idiomatic
expressions.
A variety of basic and more complex grammatical structures is used effectively.
Language is mostly accurate. Occasional errors in basic and in complex grammatical
structures do not interfere with communication.

10–12 Command of the language is mostly accurate and very effective.

Vocabulary is appropriate to the task, and nuanced and varied in a manner that enhances
the message, including the purposeful use of idiomatic expressions.
A variety of basic and more complex grammatical structures is used selectively in order to
enhance communication.
Language is mostly accurate. Minor errors in more complex grammatical structures do not
interfere with communication.

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External assessment

Criterion B: Message
To what extent does the candidate fulfill the task?

• How relevant are the ideas to the task?

• To what extent are ideas developed?
• To what extent do the clarity and organization of ideas contribute to the successful delivery of the
message?

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.

1–3 The task is partially fulfilled.

Few ideas are relevant to the task.
Ideas are stated, but with no development.
Ideas are not clearly presented and do not follow a logical structure, making the message
difficult to determine.

4–6 The task is generally fulfilled.

Some ideas are relevant to the task.
Ideas are outlined, but are not fully developed.
Ideas are generally clearly presented and the response is generally structured in a logical
manner, leading to a mostly successful delivery of the message.

7–9 The task is fulfilled.

Most ideas are relevant to the task.
Ideas are developed well, with some detail and examples.
Ideas are clearly presented and the response is structured in a logical manner, supporting
the delivery of the message.

10–12 The task is fulfilled effectively.

Ideas are relevant to the task.
Ideas are fully developed, providing details and relevant examples.
Ideas are clearly presented and the response is structured in a logical and coherent
manner that supports the delivery of the message.

38 Language B guide
 External assessment

Criterion C: Conceptual understanding

To what extent does the candidate demonstrate conceptual understanding?

• To what extent is the choice of text type appropriate to the task?

• To what extent are register and tone appropriate to the context, purpose and audience of the task?
• To what extent does the response incorporate the conventions of the chosen text type?

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.

1–2 Conceptual understanding is limited.

The choice of text type is generally inappropriate to the context, purpose or audience.
The register and tone are inappropriate to the context, purpose and audience of the task.
The response incorporates limited recognizable conventions of the chosen text type.

3–4 Conceptual understanding is mostly demonstrated.

The choice of text type is generally appropriate to the context, purpose and audience.
The register and tone, while occasionally appropriate to the context, purpose and
audience of the task, fluctuate throughout the response.
The response incorporates some conventions of the chosen text type.

5–6 Conceptual understanding is fully demonstrated.

The choice of text type is appropriate to the context, purpose and audience.
The register and tone are appropriate to the context, purpose and audience of the task.
The response fully incorporates the conventions of the chosen text type.

Note: A response that ignores context, purpose and audience may receive marks of 0 for criteria B
and C, even if the response has received a high mark for criterion A.

Language B guide 39